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Teacher quality
Principal leadership
Parent involvement
I have no complaints for my daughter's academics, the classes and teachers all seem to be very helpful. My problem is with the new and current principal. He steps out of boundaries sometimes, giving unneeded punishments and believing rumors. I do not approve of him ruling my daughter's school and education.
—Submitted by a parent
The principal at this school is on a power trip. He is giving punishments that by far out weigh the action. Giving the students or their parents any opportunity to find out the reason for the actions. Many parents have had the same issue with him since he became principal. Threats of long term suspensions and or expulsions for actions the by no mean warrant.
—Submitted by a parent
This school has served both my children well on completely opposite ends of the education spectrum for 7 years. My daughter attended as part of the Visual Arts Academy Program, and my son attends in special services and inclusion classes. Each child has had challenges, but various teachers and principals have stepped forward and helped us and our children get through each challenge. Salem High School has been excellent and should have higher reviews here than it has.
—Submitted by a parent
Salem High schools offers many programs as well as providing a culturally diverse experience. In Virginia Beach this school is the Arts Academy. We had (as parents) an overall positive experience here. The principal, and supporting staff truly want to see the kids succeed, and any high school truly is what you make of it. The teaching staff and counseling staff are a group of caring individuals. Overall our children enjoyed their experience there. They were involved in music, sports, theater, NJROTC, and student council. We will miss the many positive experiences we had there.
—Submitted by a parent
Innovative teachers who can help students have fun learning, offer strong opportunities for the arts, and still maintain high state testing scores.
—Submitted by a teacher
I am an alumni and the school environment is so rich and diverse with great students who are active in organizations and teachers who care about their students' success.
As a professor and consultant to various national education programs, I am most impressed with the Filipino American Cultural Society (FACS) of Salem High School, taught by exemplary teacher Ray Obispo. Performances by students of FACS have impressed audiences throughout the United States for well over a decade. I even took a videotape of FACS students when I lectured abroad; an international conference gathering was moved by students' original poetry, skits, acting. Most recently, I've written about FACS in a national review of curricula that promotes critical thinking and education for social justice. FACS alumni are national leaders in politics and various fields. Many have even assumed responsibility for mentoring 'the next generation.' This is education at its best. Kudos to Salem High School in VA Beach!!
I just recently graduated from Salem this June and I say that the school has gotten a lot better. There were less fights and Dr. Robertson really stepped up to being principal. When I was a freshmen & sophomore when Mr. Donahoe was principal were a lot of fights that seem to happen like every week. Also, I feel like parents need to be involve in what their children are doing. The teacher quality is okay. I know there is some teachers that care about their students but I had some teachers who didn't teach very well.
—Submitted by a former student
I had a child that attended Salem High 9th through part of her 11th grade year I moved her to another school because of safety and a lack of quality teachers and adminstators. That was in 2003.My opinion of this school since then has greatly improved. I have a junior attending now and am very pleased with the way things have changed. I believe our principal,the academy and parent involement have helped change this.The overcrowding problem has been corrected also.My daughter loves school and is involved in SCA, sports and the academy. I have recomended this school to many of my clients. L.M.
—Submitted by Linda Martin, a parent
This is my son first year in High School and I was nervous about it, but I was very impress how quickly he adapted to it. He in the NROTC program where he has grown alot as a person, he is now trying out for the football team. For me all I have is wonderful things to say about this school. He is even making honors as well. I am really happy with his school. Right now I can't think of another school I would have wanted him to go to.
—Submitted by Renee, a parent
I was very disappointed with the actions this school took when my child was failing. I would hope the new principal takes steps to ensure this situation does not repeat itself for another parent/child. Keep an eye on your child to ensure that they do not fall behind cause you cannot rely of the administration to inform you.
—Submitted by a parent
I've had three children attend Salem HS. My hope is that the new principal will correct the issues of the last one and his staff. My last child excelled as a student and at extracurricular activities.
—Submitted by a parent
Salem has improved greatly since the arrival of the current principal in 2005. He is correcting the problems caused by the previous weak leadership and the results are visible and welcome. The building and grounds are clean, the attitude is better and standards are higher. If your impression of Salem is from before September 2005, you need to come see the great improvement!
—Submitted by a parent
As a Salem graduate i have to disagree with what some of the parents have stated in the school. I graduated c/o 2005.2005 was not one of the best yrs. of salem but they have had tried turning it around since then, and with the new principal i know that the school is way much more cleaner and much more discipilined and in order. I also disagree with the academic/athletes being ' minority ' considering more than half the school is involved with some sort of activity. i do have to agree salem has some of the greatest teachers - one in particular helped me find something i was really passionate in. i was lucky to go to a school that was so diverse and i am proud to be an alumni.
—Submitted by k r, a former student
I attend Salem High School until 2008. It's a great school and vilonce is hardly seen around the school. We have a new principal and i hes doing a fine job making sure everything stays that way. Extracurricular activities are great everyone is involved in at least 1 activity. Im in tha Academy at salem and noone has yet complained about salem and the welfare of its student.
—Submitted by Terri S, a student
This school is being run by dangerous teenagers. Salem does have a few great teachers. But we left because we worried of our daughters safety. The athletic and acedemic students are the minority here. Prison like punishment, one is at fault the entire class is punished. Instead of going the extra step of finding the guilty party. Detention for all. Very happy with our new school where rules and spirit are the importance.
—Submitted by a parent
I pulled my 14 year old daughter out of this school earlier this year due to fear for her safety. She was harrassed daily by 11th and 12th graders and eventually ended up being assaulted by a 12th grader while the teachers made excuses as to why an attempt to intervene was not made earlier for my daughters safety. The students harrasing my daughter were only told to leave my child alone after I threatened legal action. The students in this school have no respect for authority and the teachers are afraid to demand it. My child is now in therapy because of this school.
—Submitted by a parent
I graduated from Salem back in 1995, attended college at UNC-Chapel Hill, now finishing my masters at North Carolina State. Salem provided me with the skills I needed to excel in the academic and in the 'real' world. The variety of academic choices was more than enough to open my eyes to the possibilites. Playing on several sports teams, educated me socially and exposed me to people 'different' than me. These experiences alone, helped me become successful in life.
—Submitted by a student
'I went to Salem High from 10th to 12th grade. I am now a senior at Virginia Wesleyan college. I am going to graduate with honors, and I feel that the wonderful base I received at Salem High helped me immensely in my educational carreer. I enjoyed learning, and wanted to absorb all I could. I hope some of the faculty is the same, they were divine! '
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Virginia school accreditation ratings reflect student achievement on Standards of Learning (SOL) tests and other assessments in English, history/social science, math and science. The 2009-2010 ratings are based on passing rates on tests taken during the 2008-2009 school year or on overall achievement during the three most recent years. Schools are identified as either Fully Accredited, Accredited with Warning, Conditionally Accredited or Accreditation Denied.
See Virginia's state standards
Source: Virginia Department of Education
The state average for Algebra I was 75% in 2012.
272 students were tested at this school in 2012.
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2011
2010
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2008
The state average for Algebra II was 69% in 2012.
378 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Biology was 92% in 2012.
488 students were tested at this school in 2012.
2012
2011
2010
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2008
The state average for Chemistry was 93% in 2012.
351 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for Earth Science was 90% in 2012.
281 students were tested at this school in 2012.
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2011
2010
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2008
The state average for English: Reading was 94% in 2012.
439 students were tested at this school in 2012.
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2011
2010
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The state average for English: Writing was 93% in 2012.
456 students were tested at this school in 2012.
2012
2011
2010
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The state average for Geometry was 74% in 2012.
441 students were tested at this school in 2012.
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2011
2010
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The state average for Virginia and United States History was 85% in 2012.
421 students were tested at this school in 2012.
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2011
2010
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2008
The state average for World Geography was 85% in 2012.
212 students were tested at this school in 2012.
2012
2011
2010
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2008
The state average for World History I was 84% in 2012.
462 students were tested at this school in 2012.
2012
2011
2010
2009
2008
The state average for World History II was 85% in 2012.
270 students were tested at this school in 2012.
2012
2011
2010
2009
2008
In 2011-2012 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.
See Virginia's state standards
Source: Virginia Department of Education
| All Students | 60% |
| Female students | 62% |
| Male students | 59% |
| Black students | 54% |
| Asian students | 85% |
| Hispanic | 64% |
| White students | 61% |
| Students identified as economically disadvantaged | 53% |
| Not economically disadvantaged | 64% |
| Students with disabilities | 41% |
| Students without disabilities | 64% |
| Limited English proficient students | n/a |
| Proficient in English | 60% |
| Not migrant | 60% |
| All Students | 78% |
| Female students | 78% |
| Male students | 77% |
| Black students | 72% |
| Asian students | 80% |
| Hispanic | 72% |
| White students | 82% |
| Students identified as economically disadvantaged | 75% |
| Not economically disadvantaged | 78% |
| Students with disabilities | 67% |
| Students without disabilities | 78% |
| Limited English proficient students | n/a |
| Proficient in English | 77% |
| Not migrant | 78% |
| All Students | 95% |
| Female students | 94% |
| Male students | 96% |
| Black students | 90% |
| Asian students | 95% |
| Hispanic | 96% |
| White students | 96% |
| Students identified as economically disadvantaged | 90% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 80% |
| Students without disabilities | 96% |
| Limited English proficient students | n/a |
| Proficient in English | 95% |
| Not migrant | 95% |
| All Students | 97% |
| Female students | 98% |
| Male students | 96% |
| Black students | 96% |
| Asian students | 96% |
| Hispanic | 100% |
| White students | 98% |
| Students identified as economically disadvantaged | 99% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 92% |
| Students without disabilities | 97% |
| Limited English proficient students | n/a |
| Proficient in English | 97% |
| Not migrant | 97% |
| All Students | 93% |
| Female students | 90% |
| Male students | 96% |
| Black students | 88% |
| Asian students | 100% |
| Hispanic | 89% |
| White students | 99% |
| Students identified as economically disadvantaged | 84% |
| Not economically disadvantaged | 97% |
| Students with disabilities | 88% |
| Students without disabilities | 94% |
| Limited English proficient students | n/a |
| Proficient in English | 93% |
| Not migrant | 93% |
| All Students | 96% |
| Female students | 98% |
| Male students | 94% |
| Black students | 93% |
| Asian students | 100% |
| Hispanic | 96% |
| White students | 97% |
| Students identified as economically disadvantaged | 95% |
| Not economically disadvantaged | 96% |
| Students with disabilities | 80% |
| Students without disabilities | 98% |
| Limited English proficient students | n/a |
| Proficient in English | 96% |
| Not migrant | 96% |
| All Students | 95% |
| Female students | 98% |
| Male students | 91% |
| Black students | 92% |
| Asian students | 93% |
| Hispanic | 96% |
| White students | 96% |
| Students identified as economically disadvantaged | 93% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 78% |
| Students without disabilities | 97% |
| Limited English proficient students | 75% |
| Proficient in English | 95% |
| Not migrant | 95% |
| All Students | 80% |
| Female students | 83% |
| Male students | 76% |
| Black students | 63% |
| Asian students | 89% |
| Hispanic | 87% |
| American Indian students | n/a |
| White students | 88% |
| Students identified as economically disadvantaged | 70% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 57% |
| Students without disabilities | 83% |
| Limited English proficient students | n/a |
| Proficient in English | 80% |
| Not migrant | 80% |
| All Students | 83% |
| Female students | 80% |
| Male students | 86% |
| Black students | 72% |
| Asian students | 93% |
| Hispanic | 84% |
| White students | 88% |
| Students identified as economically disadvantaged | 80% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 68% |
| Students without disabilities | 85% |
| Limited English proficient students | n/a |
| Proficient in English | 84% |
| Not migrant | 83% |
| All Students | 92% |
| Female students | 91% |
| Male students | 95% |
| Black students | 87% |
| Asian students | 93% |
| Hispanic | 96% |
| White students | 97% |
| Students identified as economically disadvantaged | 88% |
| Not economically disadvantaged | 94% |
| Students with disabilities | n/a |
| Students without disabilities | 93% |
| Limited English proficient students | n/a |
| Proficient in English | 92% |
| Not migrant | 92% |
| All Students | 82% |
| Female students | 81% |
| Male students | 83% |
| Black students | 69% |
| Asian students | 94% |
| Hispanic | 88% |
| White students | 90% |
| Students identified as economically disadvantaged | 74% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 62% |
| Students without disabilities | 84% |
| Limited English proficient students | n/a |
| Proficient in English | 82% |
| Not migrant | 82% |
| All Students | 72% |
| Female students | 69% |
| Male students | 75% |
| Black students | 64% |
| Asian students | 86% |
| Hispanic | 67% |
| White students | 78% |
| Students identified as economically disadvantaged | 59% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 57% |
| Students without disabilities | 73% |
| Limited English proficient students | n/a |
| Proficient in English | 72% |
| Not migrant | 72% |
In 2011-2012 Virginia used the Standards of Learning (SOL) End-of-Course tests to assess students in reading, writing, math, science and history/social science subjects at the end of each course, regardless of the student's grade level. The SOL End-of-Course tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia. High school students must pass at least six SOL End-of-Course tests to graduate. The goal is for all students to pass the tests.
The different student groups are identified by the Virginia Department of Education. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Virginia's state standards
Source: Virginia Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
EOC - All Grades
All students
Female
Male
All students
Black students
Asian students
Hispanic
White students
All students
Students identified as economically disadvantaged
Not economically disadvantaged
Students with disabilities
Students without disabilities
Limited English proficient students
Not limited English proficient
Not migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 42% | 57% | ||
| Black | 39% | 26% | ||
| Asian/Pacific Islander | 12% | 6% | ||
| Hispanic | 6% | 9% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 18% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 19 | N/A | 17 |
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1993 Sun Devil Dr
Virginia Beach,
VA 22464
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Phone: (757) 648-5650
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